Nursing Nursing Homework Help

ORIGINAL WORK ONLY

Population: Nursing Mothers

Purpose

The purpose of this assignment is to demonstrate knowledge and skill in planning, implementing, and evaluating a community education presentation (this can be your church, patients within your hospital, a community site; health department, clinic, etc.). This is an opportunity to apply public health nursing competencies in the delivery of essential public health services and to identify and assist in solving health problems in communities.

Chapters 13, 14 and 15 in Anderson and McFarlane focus on Community Health Programs. 

This is a practice experience and 2 APA Formatted Papers (Part 1 and Part 2). You are required to go into your community and find an organization in which you are able to present your educational topic (church, health department, hospital, clinic, daycare, etc.). You are required to have your teaching experience form signed by the provider or manager of the organization in which you will be presenting your teaching topic. You may not be able to present to your chosen culturally diverse population but that is ok, you are still required to present your education presentation to a community group. You must teach a group. You cannot teach patients individually in an outpatient or inpatient setting.

Upon completion of this assignment, you will be able to:

· Develop an educational program using a variety of teaching strategies.

· Implement education program based on assessed community/population needs.

· Evaluate education program based on the target population.

· Identify the importance of literacy, especially health literacy, in health promotion and health education in diverse populations.

· Describe factors that influence group functioning.

· Analyze how members of groups learn and implement new health behaviors.

· Describe how nurses can work with vulnerable groups to promote the health of diverse individuals and communities.

YOU CANNOT USE YOUR WORK FROM NSG 321 GERONTOLOGY.

The assignment has 2 parts, with each part due at a different time.

1. Module 4, Part 1 (30 Points): You must submit three documents: (1) APA Paper Teaching Paper, (2) Teaching Plan Template (the evaluation column is to be completed in Part 2 of assignment and the template resubmitted in module 5), and (4) Signed Teaching Experience Form. (submit end of Module 4)

2. Module 6, Part 2 (15 Points): You must submit two documents: (1) APA paper Teaching Evaluation Paper and (2) the Teaching Plan Template with the evaluation column completed. (submit end of Module 6)

Submission # 1: 3 documents:

Document #1: Teaching Plan Paper (30 points) APA Paper

· Target Population:

· Who is your target audience? – include age of the group, number of participants, gender, ethnic group, developmental level of the group, etc.

· What is the specific education or learning needs of your target audience relative to health promotion or disease prevention, include any barriers related to the vulnerability of your chosen population?

· Learning/Program Outcome and Objectives:

· State one Learning Outcome: State one learning outcome. Learning Outcomes identify what the learner will know and be able to do by the end of a course or program. See Document that addresses writing objectives and outcomes.

· Learning Objectives are brief clear statements that describe the desired learning and can reliably demonstrate at the end of a course or program.

· State 3 learning objectives Your teaching objectives should teach to the three basic levels of Blooms Cognitive taxonomy; (1) knowledge, (2) comprehension and (3) application. Please include an objective from each of these levels. Bloom specifies certain verbs that are used at those three levels. Describe the teaching objectives in objective form (use behavioral words described in Bloom’s taxonomy; use words consistent with Blooms Taxonomy when writing the objectives

· Make sure you review the SMART objectives document and use that format to write your outcomes.

SMART Example: by the end of the teaching, 80% of students will be able to list 3 ways to reduce their sodium consumption.

· Describe potential challenges/obstacles :

· Describe population considerations (based on age, cultural and ethnic backgrounds).

· Educator-related barriers and learner related barriers.

· What educational issues, such as population-specific concerns, barriers to learning and technological strategies are needed to facilitate learning?

· Teaching or project strategies :

· Describe the approaches that you would use to implement the instruction; include how you will educate your diverse client population, will you need an interpreter, how will you access this population, what cultural considerations will you take into consideration, etc.

· What learning theory will you use to guide your teaching project? Include one learning theory (Reference http://www.learning-theories.com/category/learning-theories-and-models

· Required References

· Learning theory

· 3-5 references that guide your assignment. These must be scholarly journal articles

· Blogs and websites with health information are not valid references. Do not use. Points will be deducted for using a blog, YOU tube etc

· CDC, AHA etc. are ok to use for information.

Paper Format Grading

· Follow the above guidelines for your paper. This is a formal APA formatted paper . Your paper will be 4-6 pages in length and include the headings above. For example, the headings in your paper should look something like this (these headings are first level headings and are to be centered and bold)c:

· Target population

· Program objectives

· Program outcomes

· Potential Challenges

· Teaching Project Strategies

· Include any educational materials that you will you to educate your chosen population on their identified health care issue i.e. PPT, brochure, pamphlet, a pre/posttest if you use that as your evaluation method.

Sample Objectives

· If you were teaching someone who needed to be on a low salt diet because of heart disease, these might be three objectives you would write:

· Upon completion of this teaching program, the student will be able to:

(Knowledge) -- 1. Describe the current recommended amount of salt an adult should consume in a day.

(Comprehension) -- 2. Discuss three effects of excessive salt on the cardiovascular system.

(Application) -- 3. Develop a 1500 mg sodium diet for one day.

Document # 2: Submit the teaching plan template (see below) as an appendix to your Teaching Plan paper, with all columns completed except for the evaluation section which will be completed in the assignment Part 2 (module 5).

Sample Teaching Plan Template (Follow the below format)

Objectives	Content	Time	Teaching methods	Evaluation
1. By the end of the teaching, 80% of participants will list 3 ways to reduce susceptibility to colds.	A. Reduce cold susceptibility 1. Good nutrition to boost immune system 2. Handwashing 3. Drink plenty of fluids 4. Don’t touch your face 5. Reduce stress	15 min	1. Power point slides 2. Handout (see attached) 3. Discussion 4. Evaluation survey	100% of all participants listed 3 ways to reduce susceptibility to colds.

Document # 3: Submit your signed teaching experience form.

Done with Module 4 submission.

Module 6, Part 2: Evaluation of Teaching Experience (15 points) APA Paper

Within this formal APA formatted 2-3-page paper you are going to describe your teaching experience, describe your evaluation, discuss your observations. You will submit two documents.

Document #1: Teaching Evaluation Paper (15 points) APA Paper

1. Brief Summary of the topic you presented.

2. Evaluation of your teaching experience-provide an overview of how your teaching experience went; what when well, what didn’t, what challenges did you experience, what successes, etc.

3. Community response to your teaching-how did your community group respond to your teaching session; were they engaged, did they ask a lot of questions or did they fall asleep?

4. Areas of strengths-what where your greatest areas of strengths with your presentation?

5. Areas of needed improvement-what areas could you improve in?

6. Complete the evaluation column of your teaching plan to demonstrate that you met your learning objectives for your teaching session.

Document #1: Update your Teaching Plan Template with the evaluation column completed. If you changed your content, objectives, teaching methods/strategies, then update the Teaching Plan to include these changes and provide your actual evaluation findings. Attach updated teaching plan as an Appendix to your Teaching Evaluation paper.

Links to assist with the Teaching Project

Health Education strategies

https://www.ruralhealthinfo.org/toolkits/health-promotion/2/strategies/health-education.

Choosing health education materials

https://medlineplus.gov/ency/patientinstructions/000455.htm.

Health Literacy

https://www.ahrq.gov/health-literacy/index.html

How to write objectives and learning outcomes

howtowriteobjectivesoutcomes-1.pdf

developing program goals and objectives.pdf

Teaching Education Project Grading Rubric

Graded Criteria	Scoring Matrix
	Excellent	Good	Fair	Poor
Target Population 4 points	Exemplary Assessment method clearly stated; Target population clearly and specifically identified; Clearly identified the specific issue to be addressed, include setting & population; Sound significance of the teaching issue developed from assessment (4 points)	Proficient Assessment method apparent but not developed sufficiently; teaching Issue apparent but not described sufficiently, lacking specificity for setting &/or population; Significance relevant but limited assessment (3.6 points)	Ineffective Incomplete; Assessment method not well developed not clear; teaching Issue poorly described, lacking setting or population; Significance not developed, limited assessment (2.8 points)	Absent absent; assessment method poorly developed lacking both setting and population; Significance not relevant to the teaching issue, limited information (0 points)
Program Outcome and Objectives 8 points	Exemplary Clearly states what the learner will know at the end of the education session Used behavioral words described in Bloom’s taxonomy, included diverse levels of objectives (from knowledge and application level), included the cognitive, affective and psychomotor domain; realistic and specific with timelines and measurable. Uses SMART To write the objectives. (8 points)	Proficient Outcome appropriate, but may vague or need revision Used behavioral words described in Bloom’s taxonomy Objectives are apparent but not developed sufficiently, included limited dimensions; ; realistic and specific (5 points)	Ineffective Outcome not well developed, not clear, limited Not addressing the comprehensive domains, outcomes stated don’t seem aligned with the objectives	Absent Not stated Poorly developed not followed the guidelines (0 points)
Challenges/ Obstacles 4 points	Exemplary Very well organized, Comprehensive discussion of educator-related barriers and learner related barriers specific, population-specific educational issues identified, with clear indication of how they would guide program (4 points)	Proficient Both educator and learner related issues apparent, mostly organized, learning theories identified, but no indication of how they would guide program population-specific educational issues identified, but no indication of how they would guide program 3.6 points)	Ineffective Limited discussion of issues, lacking organization, learning theories not identified population-specific educational issues-not identified (2.8 points)	Absent Not addressed or lack of discussion 0 points)
Teaching Strategies 4 points	Exemplary Very well organized, Appropriate for the population/setting, Learning theories identified, with clear indication of how they would guide program (4 points)	Proficient Appropriate for the population/setting, relevant learning theories identified 3.6 points)	Ineffective Poorly organized, learning theories identified, but no indication of how they would guide program (2.8 points)	Absent learning theories not identified (0 - 1 points)
Implementation Lesson Plan (See the template) 6 points	Excellent program content clearly outlined, Complete and well organized, supporting teaching materials (such as PPT) included (6 Points)	Good program content briefly outlined, Complete and organized, may contain too much or too little detail or stray slightly from the plan paper (4.1 Points)	Fair content not clearly outlined, Incomplete or lack of organization, not clearly aligned (3.5 Points)	Unsatisfactory Incomplete or lacking (0 Points)
APA Format and Grammar 4 points	Paper contains a sophisticated construction of paragraphs and transitions. Writer is clearly in command of standard, written, academic English 0-1 APA errors noted (4 Points)	Paper contains a logical construction of paragraphs and transitions. Paper is largely free of mechanical errors although a few may be present 1-3 APA errors noted 3.6 points)	Some paragraphs and transitions lack logical progression of ideas. Frequent and repetitive mechanical errors 3-5 APA error noted (2.8 points)	Paragraphs and transitions consistently lack unity and coherence. Surface errors are pervasive enough to impede communication of meaning. 5 or more APA errors (0 Points)
Total score		30

Sample Teaching Plan

Objectives	Content	Time	Teaching methods	Evaluation/Outcome
By the end of the teaching, 80% of participants will be able to: 1. List two ways to prevent foot harm 2. List 3 signs of hypoglycemia 3. List 2 consequences of poor foot care. 4. List 2 consequences of untreated hypoglycemia By then end of the teaching, half of the participants will be able to: 1. Demonstrate one aspect of proper foot care 2. Identify 2 interventions to combat hypoglycemia	A Prevent foot harm: 1. Check feet daily 2. Wash feet Daily 3. Take care of toenails 4. Take care of feet. 5. Keep blood flowing well B Signs of hypoglycemia 1. hunger 2. palpitation 3. sweating 4. weakness 5. disorientation 6. drowsiness 7. cold 8. blurred vision C Consequences of poor foot care 1. amputation 2. diabetic ulcers 3. nerve damage D Consequences of untreated hypoglycemia 1. neurologic damage 2. coma 3. death E Aspects of Foot care 1. Look at tops and bottoms of feet 2. Use mild soap and lukewarm water to wash 3. Cut toenails after bathing 4. Wear cotton or wool socks. F. Interventions to combat hypoglycemia 1. candies 2. soft colas 3. fruit juices 4. honey jam 5. white sugar	1. 2 minutes 2. 2 minutes 3. 2 minutes 4. 2 minutes 5. 5 minutes 6. 2 minutes Total time 15 minutes	1. Handout (Brochure attached) 2. Discussion with client of the brochure 3. Demonstration with client	Brochures were handed out to all 57 participants. 41/57 participants diabetes themselves and reviewed the brochure. 31/41 of the participants recited signs and symptoms of hypoglycemia and how to prevent foot harm. 25/41 of the participants listed consequences of hypoglycemia and poor foot care. 33/41 of the participants identified two interventions to combat hypoglycemia. 19/41 of the participants performed a demonstration of proper foot care.